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- Engblom, Charlotte, 1969-, et al.
(författare)
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Nyanländas lärande och språkutvecklande arbetssätt : Rapport från en forskningscirkel
- 2018
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- I denna rapport beskrivs processen i och resultatet av en forskningscirkel om nyanländas lärande och språkutvecklande arbetssätt. En utgångspunkt har varit begreppet stöttning - lärarens/pedagogens funktion som en sorts ”byggnadsställning” i elevens lärande. Det eleven inte klarar av på egen hand kan genomföras med rätt stöd - och i takt med att eleven utvecklas kan byggnadsställningen monteras ned. Stöttning har också varit en central aspekt i de fyra mindre projekt som deltagarna genomfört inom forskningscirkelns ramar.Forskningscirkeln har bedrivits inom Forum för samverkan på Uppsala universitet. Det är ett samarbete mellan universitetet och åtta kommuner i regionen: Enköping, Heby, Håbo, Knivsta, Sigtuna, Tierp, Uppsala och Östhammar. Forum för samverkans syfte är att bidra till ett ömsesidigt berikande kunskapsutbyte mellan förskola/skola/skolhuvudman och Uppsala universitet (www.forumforsamverkan.uu.se).
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| 2. |
- Engblom, Charlotte, 1969-
(författare)
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Prefabricated Images in Young Children’s Text-Making at School
- 2016
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Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 8:1, s. 37-47
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Tidskriftsartikel (refereegranskat)abstract
- In classrooms where computers are used as tools for text-making, images and photographs from e.g. Google, here called “prefabricated images”, can be selected and copied into texts and combined with writing. In this article children’s use of prefabricated images as resources for personal texts is investigated with specific focus on cohesion between the modes of image and writing. When prefabricated images occur in combination with writing about a personal experience the specific motifs shown in the image are unrelated to the text-maker, but the results of this study show that cohesion may still be obtained, for example via colour, naturalistic modality or decontextualization of the motif in the image via a close-up or a distant perspective. Copying and recontextualization of photographs are common not only in schools but also in professional settings as image banks supply images to, for example, news editors and journalists, and contemporary text creation is often characterized by “representation-as-selection” (Adami and Kress, 2010). The ability to obtain cohesion across modes can be regarded as a defining feature of success in multimodal text-making (Wyatt-Smith and Kimber, 2009), and also for the interpretation of contemporary texts.
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| 3. |
- Svensson, Sofia, 1969-
(författare)
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Språkhandlingar i flerspråkiga elevers gruppsamtal : en studie av identitetskonstruktion
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to investigate how multilingual fifth-grade pupils in Sweden construct their own and each other’s identities through verbal and non-verbal discourse acts, in group discussions of diary texts without a teacher present. The group discussions were audio and video recorded by the pupils themselves and transcribed by me as a researcher.The theoretical foundation of this study is the social constructionist view of identities as multiple, negotiable and flexible processes which are constructed in and through interaction. This is investigated through the participants’ use of discourse acts in the form of initiatives, responses and follow-ups, drawing on the Exchange Structure Model combined with interactional tools from Conversation Analysis. The use of ESM has been expanded in the study for the investigation of non-verbal discourse acts as well. Zimmerman’s framework of the three identity dimensions discourse, situated, and transportable identities has been applied to the analysis of discourse acts, to study the pupils’ identity constructions. Their use of code-switching has been studied in connection with the third identity dimension, here the transportable identity as multilinguals.The results show that the pupils as a group cannot be said to make their transportable identities as multilinguals relevant to a high degree in the group discussions. However, some of the pupils make their multilingualism relevant locally, using code-switching as a resource to express feelings, to wield power, and for face-saving effects etc.Furthermore, reciprocal contingency between the three dimensions of identity is shown by the pupils’ identity constructions and co-constructions in the group discussions. Discourse identities like initiating diary reporter, confirmation seeker, questioner, responder and endorser are constructed at the micro level of interaction by the participants using verbal and non-verbal discourse acts. These identities build up situated identities together with existing participation frames, such as leader, ‘disser’, ‘group clown’ or reluctant. Both these identity dimensions build up transportable identities as multilinguals together with tacit background information of the participants’ language proficiency. Moreover, the results show how an expanded ESM can be used for analysing both verbal and non-verbal discourse acts and the construction of all three identity dimensions.
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